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k GUIDE FOR TEACHERS 



flE SOUTHERN PUBLISHING COM 

DALLAS, TEXAS ' ''.'•' 




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COPYRIGHT DEPOSIT. 



Physical Training 



PHYSICAL TRAINING 



A GUIDE FOR TEACHERS 



BY 

F. R. SOWERS 




THE SOUTHERN PUBLISHING COMPANY 
DALLAS, TEXAS 



^ 






Copyright 1922 

BY 

THE SOUTHERN PUBLISHING COMPANY 

All rights reserved 



M -2 1922 



A674430 



PliEFACE 

The purpose of this book, primarily, is to guide the 
^ teacher who does not have a supervisor to help her with the 
various problems that arise in connection with physical 
training. For the teacher who is planning to teach under 
a supervisor, the suggestions in this guide will enable her 
to start her work more efficiently and confidently. 

There are four sets of exercises, which are sufficient if 
properly executed. The exercises are not repeated, so that 
considerable variety of exercises and combinations are 
given. The resourceful teacher can make other combina- 
tions, thus increasing the number available for her class. 
It is not the purpose, therefore, to give an exhaustive series 
of exercises and devices, but rather to guide the teacher so 
that she may add her own ideas to the material given here. 

The suggestions given for solving the various problems 
that harass the teacher, and for organizing the class for 
work and play, have all been used successfully. Some of 
them have come from other teachers, and I am passing 
them on to you. 

F. E. Sowers. 



CONTENTS 

PAGE 

I. Plan Books 7 

II. Commands 8 

1. How to Give Commands 8 

2. Fundamental Commands , 9 

III. Marching 14 

IV. Starting Positions 18 

V. Special Devices 21 

1. Faulty Posture 21 

2. Slow or Inattentive Pupils 22 

3. Lack of Interest or Attention 23 

4. Keeping Step with Music 24 

5. To Teach Children Left and Right 25 

VI. Group Method 25 

VII. Rural Schools 29 

VIII. Wake-up Exercises 31 

1. Wake-ups 31 

2. Windmill 32 

IX. Exercises 32 

1. For First and Second Grades 33 

2. For Third and Fourth Grades 43 

3. For Fifth and Sixth Grades 54 

4. For Seventh Grade and High School 62 

X. Games 71 

1. Races 73 

(a) Simple Relay Race 73 

(6) Baseball Relay 73 

(c) Basket Ball Relay 73 

(d) Hoop Ball Relay 74 

(e) Circle Relay 74 

(/) Overtake Relay 74 

(g) Catch the Ball Relay 74 

(h) Hurdle Relay 75 

2. Tag Games 76 

(a) Name Tag 76 

( b ) Number Tag 76 

(c) Number Tag (for Older Children) 77 

(d) Giant 77 

(e) Shadow Tag 78 

(/) Third Man Run 78 

(g) Fence Tag 79 

(h) Strap Tag 79 

(i) Dog and Squirrel 80 

3. Indoor Games 80 

(a) Black Board Relav SO 

(6) Mail Train ". SI 

( c ) Aeroplane Race 82 

(d) Row Tag 83 

(e) The Chickens Are Out 83 

(/) Story Game S3 

XL Athletics 84 

XII. Rhythmic Exercises 87 

XIII. Fire Drills 91 



PHYSICAL TRAINING 



PLAN BOOKS 

All of your physical training activity should be carefully 
planned beforehand. This saves time and gives you a 
definite check on your progress. 

Before Monday of each week you should put in a plan 
book your program for the coming week. State definitely 
what you will do each day of the week. In addition to the 
lesson, you must plan for reviews in marching and facing, 
new movements, new games, and whether group work or 
class work, etc., is to be followed. Plan every detail, and, 
if at the end of the week you have not covered the ground 
as planned, you have either planned too much, wasted 
time, or the class has not done its share. Of course your 
work may have been interrupted by rain, etc., in which 
case you must adjust the work for that week to existing 
conditions and plan for the next week to carry on the work 
omitted. 

At first thought, the plan book will seem an extra 
burden, but after using it you will find that you are more 
definite in your planning and that your term's work will 
be more easily completed. Plan books prevent the omission 
of details. They are as important as railroad schedules. 

7 



8 PHYSICAL TRAINING 

COMMANDS 
How to Give Commands 

Practically all commands are divided into two parts: 
First, the "preparatory" or explanatory, command, which 
indicates what is to be done; Second, the command of exe- 
cution, which indicates when to do it. Tell small children 
that the first part tells what to do ; the second part says "do 
it." There should he a distinct pause between the first and 
second parts to allow the pupils to understand clearly what 
is to be done when the second part is given. The com- 
mand attention! should be spaced thus: at-ten-tion! with 
the accent on the last syllable. 

The tone of the command is more important than the 
volume. It should be animated, distinct, and loud enough 
to be clearly understood by everyone. 

Understand thoroughly what you are going to do; this 
will give you confidence. Your confidence and your voice 
should make the class respond with willingness, snap, and 
precision. 

Many exercises are started from a certain position called 
the "starting position." This position should be given 
before naming the exercise. 

In naming the exercise to be done, do so in as few words 
as possible; do not use a lot of unnecessary words. For 
example, do not say, "Now, children, let us do the exer- 
cise with the arms extended forward, then sideward, then 
forward and then back to their original position, doing it 
in four counts." The following command is sufficient: 
"Arms forward, sideward, forward and down, in four 
counts." 



COMMANDS 9 

This may be considered the preparatory command; the 
command of execution is the word ready. Begin counting 
immediately after the word ready. 

The command class, halt ! should be given on the last two 
counts. Example : Hands on hips, place ! Arms sideward ! 
circle overhead! sideward! and to hips in four counts — 
ready! one! two! three! four! — One! two! class, halt! 




Attention 



At Ease! 



Fundamental Commands 

There are certain positions and movements that are 
fundamental. They should be taught the first thing and 
practiced daily. Some allowance must always be made in 
the primary grades, as it will take longer to teach them all 
of these commands. In any grade, do not use all the period 
for this, but give some exercises also. You can hardly over- 



10 PHYSICAL TRAINING 

estimate the importance of the commands. Good class 
organization and discipline, alertness, precision, uniform- 
ity, and good appearance will result if yon emphasize their 
proper execution. 

Attention! Stand erect, not rigid, head held up, 
looking straight to the front, hands at side, chest up, weight 
slightly forward on balls of feet, heels together, toes 
pointed out. 

At ease! Move left foot to side about twelve inches, 
arms folded behind back, weight evenly on both feet. No 
talking. 

Attention! (While children are seated.) Sit erect, feet 
flat on floor, arms folded across chest, face straight to front. 
This position would be used always before giving com- 
mand rise; to show respect to a visitor; to get children's 
special attention to a talk, etc. 

At ease! (While children are seated.) Children may 
sit in any position that is comfortable for them, so long 
as their posture is not slovenly or otherwise objectionable. 
This position would be used throughout most of the day. 
In other words, children should always sit at ease until 
called to attention. Every class has its number of children 
who sit round-shouldered, or who annoy others around 
them. Eemoving their privilege of sitting at ease during 
certain periods soon remedies this. 

While class is at ease, either standing or seated, no com- 
mand can be obeyed. Always have class at attention before 
giving any command. 

Rise! This and the command seats are exceptions in 
that there is only one part to each command. However, 



COMMANDS 



11 



the class is always prepared for them and so the prepara- 
tory part is not needed. 

Teach this in three counts; then omit the count when 
class is familiar with the movements. 

Count one! Turn to right, hands on knees. 

Count two! Kise, still facing right. 

Count three! Face front of room, standing at attention. 

In some rooms, the class 
will turn to left because 
arrangement of seats pre- 
vents all getting out on 
right. 

Seats! Eeverse of rise. 
Children remain at atten- 
tion until given at ease. 

Right-face! The actual 
foot work is not essential 
in primary grades; how- 
ever, they should turn 
promptly. In another part 
of this book under "Spe- 
cial Devices" you will find 

suggestions for teaching children right and left. Teach 
this in two counts. 

Count one! Turn to right, weight on right heel, push- 
ing with left toe. 

Count two! Bring left foot forward to right. 

Left-face! Count one! Turn to left, weight on left 
heel, pushing with the right toe. 

Count two! Bring right foot forward to left foot. 





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About Face! 



12 



PHYSICAL TEAINIjSTG 



About-face! Count one. Place right toe about six 
inches to the rear and four inches to. the left of the left 
heel (The distance will vary some with small children). 

Count two! Turning to right, face opposite direction, 
weight on left heel and right toe. This movement should 
bring heels together in proper position. (The common 
error is to turn on both toes.) 




Count Off by Sevens — March! 



Count off by fives (or other number), march! With 
class in a single line, marching or halted, teacher gives 
this command to get class in formation for regular exer- 
cises. 

First pupil calls out one! and marches to left. Second 
pupils calls out two! and follows one. Each pupil calls 
number in turn and marches as those in front until five 
have done this. Next pupil calls one! again and leads a 



COMMANDS 13 

new line at right of first five. Continue until all are 
placed. When first five pupils have counted, teacher gives 
command class-halt! First five halt and hold arms side- 
ward. Others continue marching holding out arms to 
measure distance from row at their left. The proper dis- 
tance is gained when tips of fingers just barely touch. 




Class Marching into Formation 

The number to be used in counting ofT is determined by 
the number in the class. Count off by the number that 
is the square root of the number in the class, or as nearly 
so as possible. For example, with a class of 27, count 
off by 5's; or a class of 33, count off by 6's, etc. 

When the class is in this position, give right- or left-face! 
then give the following command : Take distance from the 
right (or left) — march! All hold arms sideward as above 
and move to allow full distance between rows, with the 
right hand row standing still (or left row if the command 
has been from the left). Class is now in square formation, 



14 PHYSICAL TEAINING 

ready for lesson. Teacher should not have class facing 
the sun, nor a strong wind; also it will be best to have 
the larger pupils at the rear of the class. This last can 
easily be done if the class is arranged by sizes while in 
the single line. 

Close ranks-march ! Pupils move to right and forward 
until all have correct marching distance. The first one 
in the right hand line stands still. 

When exercises must be taken in the room, the teacher 
will have to plan according to the amount of space avail- 
able. However, to avoid confusion and waste of time, a 
definite plan should be followed. Take time once, to 
assign a place to each pupil, arranging them to face 
windows. Then, when ready for exercises, give commands 
rise! and take place for exercises! Children should move 
promptly and quietly. Then, with class facing side of 
room, give them command, take distance from right (or 
left) — march! If arranged properly, class will be spread 
out over room with enough distance for exercises. 

If the class is too large, give exercises to half the class 
while the other half sits and watches. Asking those seated 
for criticisms, or having two sections compete adds interest. 

Always have windows open as much as possible during 
exercise. Omit exercises that are not practical for indoors 
because of seats, etc., and substitute others for them. 

MARCHING 

Marching, in itself, is good exercise, though not a sub- 
stitute for the regular exercise. Through marching, the 
children can be taught correct posture in walking. But, 



MABCHING 15 

in addition to its value as exercise, it will add much to the 
efficiency of the class or school organization. 

Children trained in the rudiments of marching can be 
moved from one place to another by a simple command; 
can be passed in and out of the building at recess, or for 
fire drill, without confusion or waste of time. 

Marching teaches co-operation and system; it adds in- 
terest to school work; it takes care of much of the disci- 
pline. Teachers will do well, therefore, to give some time 
to this phase of the work. Insist upon correct marching 
every time a group of children passes from one place to 
another. 

The following commands are sufficient for all practical 
purposes and are simple enough for all children. Let 
there be a distinct pause between first and second parts 
of commands. 

Forward-march! All step on 2 with the left foot, keep- 
ing the proper distance and a straight line. March with 
heads up, etc., as at attention, but not in a stiff manner. 

Class-halt! (Halt should be given as one foot strikes 
ground.) Take one step after command halt and bring 
other foot even with it : e. g., if halt is given as right foot 
strikes ground, step with left foot and bring right up to 
it. For practice, the teacher may add the count thus: 
Class-halt! one! two! 

Close-up! (A command of one part only, given when 
pupils do not have correct distance.) Move forward or 
backward as necessary until an arm's distance from pupil 
in front. Pupils may use arms to measure this distance 
until they are able to measure it correctly with their eyes. 



16 PHYSICAL TKAINING 

Column right-march! Leader turns to right; other 
pupils make square turn as they reach same point. If 
class is marching in a wider formation than single file, 
for example in fours, each line of fours should keep their 
line straight at the turn. The pupil at the right end of 
the line of fours, called the pivot, should turn and march 
with short steps until the others in his line have made 
the turn. He should not stand at the turning point and 
wait for the others in his line, as he will retard those 
behind him. 

Column left-march! Same as column right, only to 
the left. 

Guide-right! (A command, given when pupils do not 
have proper distance or alignment with those beside 
them.) Look to right and correct distance and alignment 
with pupil at right end of line. 

Guide-left! Same as above, only to left. 

Half step-march! (Given when teacher wishes to 
retard class without halting.) March with very short 
steps; about six inches. 

By twos-march! (When class is in single line.) First 
pupil marches half step, second steps to left of first one, 
third marches at half step when he has correct distance 
from first, fourth steps up with third, etc. When all are 
in twos, give command — forward-march! to get pupils 
out of half step. 

By fours-march ! (When class is in single line.) First 
pupil takes half step, second moves to left of first, third 
marches up to correct distance behind first, then to left 
of second, fourth moves up to correct distance behind 



MAKCHING 17 

first, then to left of third, fifth moves up to correct dis- 
tance behind first, sixth moves up next to fifth, etc. No 
one should get out of line until his time to go into the 
four, and no one should move over until within arms 
distance of his number one. Give forward-march! when 
all are in fours. 

By sixes, eights, etc., are done in the same manner. 

By fours-march! (When in twos.) First two take 
half step, next two go to the left, next two take half step 
when at correct distance, etc. This is similar to by twos, 
only the pupils are in pairs as they move to new position. 
Give forward-march! when all are in fours. 

Single file-march! (When in twos.) At command 
march ! all but first two take half step. Pupil at left moves 
over behind first pupil, third pupil steps out full step, 
pupil to his left moving over, etc. This is just reverse of 
by twos from single file. 

Single file-march! (From fours.) Same as above 
command, just reverse of by fours from single file. 

By twos-march! (From fours.) Eeverse of by fours 
from twos. 

When going from any formation to a wider one, leaders 
take half step at command march ! Others take it when 
they get into new formation. When going from any for- 
mation to a narrower one, all take half step except leaders, 
and take full step as they get into new formation. 

Pupils may march in any number. Odd numbers are 
not used as often, but may be formed in the same manner. 
Many teachers will prefer this method for getting class 
into formation for exercise. Instead of halting and 



18 PHYSICAL TRAINING 

counting off, you may give command by sixes-march! 
and save the time of counting off. ' 

The primary grades will not need to go beyond march- 
ing by twos. They can do it, but generally it will require 
more drill than should be given to it. 

Keeping step is essential. Although primary children 
need not be required to keep step, many classes will do it 
fairly well. If possible, pupils should practice frequently 
marching with music. When not using music, it will 
help to count the step one! two! three! four! one! two! 
etc., the odd numbers as the left foot strikes the ground. 
Children should be encouraged to keep step without the 
count, but the count must be used as much as necessary. 
Two problems of marching, keeping the step and distance 
will be solved if pupils will be taught all to step off with 
left foot at command march! The common error is for 
those in the rear to wait until the pupils in front have 
started. Pupils should be taught to close up while march- 
ing, without command and to change step if out of step. 

STARTING POSITIONS 

The following commands are for positions from which 
many exercises are started. They should be taken up as 
needed, and reviewed frequently. 

Hands on hips-place! Thumb to rear, fingers together 
and extended, the curve of the thumb and first finger 
fitting over the hip bone, elbows drawn partly back. 

Hands on shoulders-place! Finger tips on shoulders, 
elbows level with shoulders, upper arms in straight line 
parallel with ground. 



SPECIAL DEVICES 



19 



Hands on heads-place! Finger tips touching on top 
of head, elbows in straight line with shoulders. 

Hands on Jcnees-place ! Hands on knees, legs straight, 
back straight, heads up. 

Hands on neck-place! Clasp finger tips together back 
of neck, elbows back. 

Hands clasped over head-place! Arms stretched over 
head, hands clasped, inside of arms against ears. 




Point Step Sidewaed — Left! Hands on Shoulders — Place! 



Hands clasped forward-place! Arms raised forward 
parallel with ground, hands clasped. 

Hands-down! Eeturn from any of the above positions 
of attention. 

Arms forward-place! Arms raised to front, parallel 
with each other and with the ground, palms down, and 
finders extended and together. 

Arms upward-place! Arms raised straight over head, 
parallel, palms facing,, fingers extended and together. 



20 



PHYSICAL TRAINING 



Arms sideward-place! Arms raised sideward, palms 
down, fingers extended and together, hands level with 
shoulders. 

Arms to thrust-place! With hands tightly closed, raise 
arms, keeping wrists close to body, fore arms parallel with 
each other and with the ground, elbows forced back, 
knuckles turned down. 




Arms to Thrust — Place! Arms Circle Over Head — Place! 



Arms circle overhead-place! Eaise arms sideward, 
bringing hands over head, right hand on top of left, and 
held high enough above head to form circle with arms. 

Arms-down! Return to position of attention. 

Feet apart-spring ! Spring feet from twelve to twenty 
inches apart, depending on size of pupils, alighting on 
the toes. 

Feet together-spring! Spring to position of attention, 



SPECIAL DEVICES 



21 



All these commands should be executed in a flash. 
They furnish excellent wake-up exercises and drills foi 
response. A short drill on these commands just before a 
regular lesson will bring forth better attention and snap. 




Charging Forward — Place! 



Full Knee Bending! 



SPECIAL DEVICES 

In every school there are pupils and classes with faults 
which the teacher recognizes, but does not know how to 
remedy. The following devices are suggested to help 
solve this condition. 

Faulty Posture. Corrective exercises should be given 
to fit each case. Some of these should be given to the 
individual separately, and he should be urged to practice 
these at home. Some are good for the whole class. 

1. Head held low. Neck exercise. Press head back- 
ward and relax slowly. Practice holding head erect at all 
times. 



22 PHYSICAL TEAINING 

2. Bound shoulders and flat chest. Arms to thrust. 
Eaise forearms up till they are under arm pits and return 
to thrust position. Eepeat this several times. Keep chest 
up. Another good one is to hold arms sideward, palms 
up, and roll shoulders in a circle keeping chest up. 

3. One shoulder higher than other. Take weight in 
hand on side of the low shoulder and shrug shoulder, 
lifting the weight upward. 

4. Stooped shoulders. Hands on shoulders. Move elbows 
to front until they touch and back, keeping chest up. 

5. Abdomen protruding. Body bending exercises. Also 
practice standing with chest and stomach raised upward, 
weight on balls of feet. 

6. Hollow back. With one knee raised, do trunk bend- 
ing forward. Another good exercise is as follows, done 
in four counts. 

1. Place hands on ground between toes. 

2. Thrust legs backward, supporting the weight on 

the hands and toes, body straight. 

3. Eeturn to position of counting one! 

4. Stand at attention! 

7. Weak insteps and ankles. Bands on hips. Eise on 
toes and lower body slowly. Keep elbows back and 
chest up. 

Slow or Inattentive Pupils 
Select one of these pupils, without explaining to him 
why you do so, have him stand at front of class, with back 
to class. Tell him confidentially that all the class will 
use him as a model and that he should be careful to make 
no mistake nor to be too slow. Give the next exercise 



SPECIAL DEVICES 23 

without doing it yourself. The pupil will concentrate on 
the exercise and do it better than usual. When he returns 
to his place he will continue to do better. This sounds too 
simple to be true but after two or three times, you will 
note an improvement. Of course, this device is not a 
cure for the feeble minded, although it will often help 
them. Many children are inattentive but not dull. Some- 
times pupils who are indifferent or who like to spoil the 
work just for fun will be cured by asking them to give 
an exercise. 

Lack of Interest or Attention in Class 

The teacher's personality and interest in the work is 
reflected considerably in the class response. But in spite 
of a teacher's interest and effort, some classes seem dis- 
interested. Try these: 

1. .Talk over the work with the class. Ask them to sug- 
gest good exercises for different parts of the body; let 
them demonstrate with class; ask them why we should 
breathe through the nose, why hold chest up, etc.; why 
exercise out doors. Children will respond to these ques- 
tions and will carry on the discussion with interest. 

2. Have contests between boys and girls, or between 
classes, or between any groups. Mark them on points you 
wish to emphasize. 

3. Use game incentive. Let them use time for games 
after regular exercises are done to your satisfaction. If 
they waste time in exercises, they miss the game. Or, 
plan with them the week's work. On Friday, if the class 
had worked well during week, spend most of period in 



24 PHYSICAL TRAINING 

games. With primary children, most any drill, if called 
a game, will hold their interest. 

4. "Simon Says." This game is excellent to develop 
interest and concentration. It is played as follows: The 
class obeys only those commands prefaced by the state- 
ment "Simon Says/' Yon should give commands occa- 
sionally without first saying "Simon Says." Any pupil 
obeying such a command, or who obeys incorrectly a 
proper command, must drop out of class and stand at 
attention in a line at one side. Any sort of commands 
may be given, whether for starting positions, exercises, or 
marching, although the first are more practicable. Ex- 
ample: "Simon says, 'hands on hips-place!' ' "Simon 
says, 'hands on shoulders-place!' ' Hands on heads-place! 
If any pupil obeys or starts to obey this last command, 
he must drop out. To terminate this game you must say, 
"Simon says, 'the game is over.' " 

Keeping Step with Music 

Many children seem to lack any sense of rhythm, but 
they can be taught to keep step with any march. Get the 
children in a single circle. Tell them to imagine them- 
selves beating the bass drum in a band, using the left fist 
on the right hand. Start the phonograph and while they 
listen, show them the correct time to beat the drum. 
Then let them join you. Practice this until they can beat 
time without your help, even though you start and stop 
the music, or vary the tempo. When they have mastered 
this, let them keep time also with left foot. Then let them 
march, still marking time with left hand and foot. Then 



GROUP METHOD 25 

let them march regularly. If you take up these steps grad- 
ually, you can have your class keeping step in half an 
hour. The next day they will need a short drill on the 
former steps, but soon will march in time without special 
attention to it. 

To Teach Children Left and Right 

Small children especially, must be taught left and right. 
It should be done so that they can instantly indicate left 
or right. The following drills will be found very helpful : 

1. Begin very slowly, letting them imitate a leader. 
Use such commands as these : 

Left arm sideward-raise! 

Right hand on right hip-place! 

Right foot forward-place! 

Left hand on right shoulder-place! 

Right hand on left knee-place! 
This drill will fix right and left. Try it with class facing 
different directions and without a leader; also with eyes 
closed. 

2. To teach facing. At command, right! children all 
point to right with right hand. At command, face! all 
turn to right and bring hand down. After a while they 
can just think about the hand but not point with it. Per- 
haps close that hand as an intermediary step. 

GROUP METHOD 

After the class is started well in the work, the group 
method should be introduced. It will add interest in the 
work, develop leadership and obedience to commands, re- 
lieve the teacher of. the problem of drilling the slow or 



20 



PHYSICAL TRAINING 



new pupils at the expense of those familiar with the com- 
mands. It should not be used exclusively, however, as 
the teacher should keep the whole class organization 
efficient. 

The first step in starting the group method is to divide 
the class into three groups. The "A" group consists of 
those pupils who do very good work, and who are capable 




Four Groups in Action 



of being group leaders with the teacher's help. In the 
"B" group are those who are fair pupils, not good enough 
for leaders, but improving. In the "C" group are those 
who, because they are new, slow, or careless, need special 
drill on certain phases of the work. Often the new ones 
will soon be able to work in the "A" group, and the care- 
less ones will be stimulated by pride or by the privilege 
extended to those in the "A" group to do better. 

After selecting these groups, if any group contains more 



GKOUP METHOD 



27 



than about eight children, divide the group into two or 
more sections. The sections will seldom contain just eight, 
but they should be as near that number as possible. 

Now select from the "A" group, leaders for each group, 
or section. Put the best leader with the "C" group. As a 
rule, a leader should be in charge of his group for a week, 
though circumstances may cause the teacher to vary this. 




Group Ready for Exercise 



Let it be understood that any pupil in the "A" group will 
be used as a leader, and be sure to give them all their 
turn at some time. 

Beginning with simple movements, let the leaders give 
their groups marching exercises, etc., that the class has 
had. After a day or two, when the class understands the 
idea of this method, the leaders can- be assigned certain 
parts of the work for each day. They should be required 
to see that the group develops properly and that commands 
are obeyed correctly, etc. 



28 PHYSICAL TRAINING 

At first, you must have patience with the timidity and 
errors of leaders. But after a few days, there will be little 
reason for such leniency. You then, are the supervisor. 
You plan the work to be done by each group, observe the 
leaders' commands and corrections, take care of the disci- 
pline. Impress the children from the start that this is 
serious class work. Because you hold the leaders respon- 
sible, the leaders' commands, when properly given, must 
be obeyed, and their estimate of the pupils' progress should 
be accepted by you. Once a week, each leader should 
report to you any children who should be promoted or 
demoted to another group. You should make these changes 
as recommended, unless you believe a serious error has 
been made. Then you should tactfully suggest your 
opinion in order not to weaken the leader's influence. 

Sometimes the "A" group can be given work slightly in 
advance of what the others could do. That is an honor 
they will appreciate. Sometime, when the "A" group or 
"A" and "B" groups have acquired considerable efficiency 
in all you have planned, they can have a few minutes in a 
game, conducted by the leaders, while the other group 
drills on the work in which they are deficient. This is a 
privilege and an incentive the children understand. First 
grade children, after they have been in school a few months, 
will do the group work nicely. In all grades there are 
three things you should do : 

1. Use correct commands, yourself. 

2. Classify children in groups carefully, and pro- 

mote or demote every week. 

3. Expect the leaders and groups to do the work. 



RURAL SCHOOLS 29 

Be careful, your children will imitate you. If you do 
not give commands properly, or if you have a mannerism 
that you do not want duplicated, correct them before you 
appoint leaders. 

RURAL SCHOOLS 

In the rural school, there is a special problem for the 
teacher who has in charge children from the primary grade 
on up. This situation is often made more difficult, because 
in the lower grades there are some big boys and girls 
who have not attended school regularly enough to be in 
the grade with those of their own age. 

At first, you should give to the entire class as many of 
the fundamental commands as are needed to start the 
work systematically and give also a few simple exercises. 
The little ones will learn by imitating the older pupils. 
After a few days you can divide the class into two or 
three groups, according to age. Then you can give one 
group its regular lesson, while a good leader is in charge 
of each of the other groups, reviewing what you have 
previously taught them. The next day you can have a 
leader take the group you taught the previous day and 
conduct the exercises, while you teach another group its 
new set of exercises. Continue this until each group is 
doing regular work under a leader. Meanwhile, you can 
supervise the work of all the groups, taking charge where 
you are most needed. In the same way you can conduct 
the organized games. 

The number of children and the distribution by ages 
in each school varies so much that no detailed plan will 



WAKE-UP EXERCISES " 31 

fit all cases- You must arrange your plans to best effect 
a good organization. Often you can combine the groups 
for marching games, regular exercises, or drill on snap 
and precision. 

WAKE-UP EXERCISES 

After children have been studying and reciting for a 
half hour or more you will notice that the attention to 
lessons begins to lag, the restless disorder becomes evi- 
dent. This is your signal that the class needs a wake-up 
exercise. 

With small children, these wake-ups are needed after 
almost every lesson. When the room is warm and sultry, 
the children need more wake-ups than when the air is 
cool and crisp. No set schedules can be followed for 
these exercises. You must give them as often as needed. 

Wake-ups do not waste time; if properly given they 
enable you to use effectively the time spent in recitation 
or study. 

The purpose of wake-ups is to stimulate the blood and 
respiratory systems. They should be given in a snappy 
manner, and need not take more than two minutes to 
refresh the pupils. When you. decide to give one of these 
exercises, have class rise and remove any wraps; certain 
pupils can put up windows. As soon as exercise is finished, 
have windows closed, if they were before and have class sit 
and resume work. 

Wake-Ups 

(A) 1. Stretching arms over head, rising on toes 
(do not count, but say up-down). Do this four times. 



32 PHYSICAL TKAINING 

2. (Hands on hips) half knee bending. Twelve counts. 

3. Trunk bending forward. Eight counts. 

4. Deep breathing exercise — arms forward and up on 
inhale, sideward and down on exhale. 

(B) Windmill. Keeping arms stiff, swing them in a 
circle as follows: Forward and upward, arms crossed in 
front of body, sideward and backward and down to posi- 
tion. As arms go up, rise on toes and inhale; as arms go 
down, lower heels and exhale. Gradually increase the 
speed, till arms are swinging around in circles rapidly. 

(C) "Simon Says" is excellent for mental relaxation. 

(D) A drill on some of the "starting positions" fur- 
nishes a good wake-up. 

EXERCISES 

These exercises are arranged in four sets, A, B, C, 
and D. The A set is for the first and second grades ; B set 
is for third and fourth grades; C set is for fifth and sixth 
grades ; D set is for seventh grades and high school. 

There are nine lessons in each set so that a new lesson 
may be given every two weeks. It is not necessary to give 
a new set every term, although that does offer variety. 
The important thing is for the children to have exercises 
regularly. 

In most of the exercises four things are indicated: 
First in parenthesis, the starting position. If this is not 
indicated, the position is "at attention." Second, the 
name of the exercise. Third, the number of counts needed 
to complete the movement one time. Fourth, the number 
of times that movement should be executed. 



FIRST AND SECOND GRADES 33 

In explaining the exercises, each count is put in paren- 
thesis and the name of the exercise follows it. For ex- 
ample {arms to thrust) thrusting arms forward and back 
to position, 2-4. (1) Thurst arms forward vigorously. 
(2) Return to thrust position. 

In this example, the words in parenthesis indicate that 
you should give the command "Arms to thrust-place" 
before giving name of exercise. The number "2" indi- 
cates that the movement is executed in two counts. The 
number "4" indicates that the movement is done four 
times. 

You would give the commands and count as follows : 
"Arms to thrust-place, thrusting forward and to position 
in two counts, ready-one, two, one, two; one, two, class 
halt. Arms down (or a command for the next starting 
position)." 

At the beginning of most lessons, there are drills on 
starting positions. These are intended to teach these 
positions as they are needed in the exercises, and also to 
make class alert for the regular exercises. These are all 
fully explained under "Starting Positions." You should 
give the command for each separately and practice them 
carefully. 

SET A 

For First and Second Grades 
LESSON I 
1. Drill on following starting positions: hands on hips! 
hands on shoulders! hands, on heads! hands on knees! and 
arms forward! 



34 PHYSICAL TRAINING 

2. (Attention!) Breathing exercise, 2-4. 

(1) Arms stretching slowly forward and overhead, 
rising on toes, inhaling through nose. 

(2) Arms relaxed and lowered sideward and down, 
lowering heels, exhaling through mouth. 

3. (Hands on hips!) Arms sideward and back to hips, 
2-4. 

(1) Stretch arms sideward, palms down. 

(2) Eeturn to hips. 

4. (Hands on hips!) Trunk bending forward, 2-4. 

(1) Bend trunk forward, keeping head up. (Do 
not bend knees.) 

(2) Straighten to erect position. 

Keep elbows back and chest up. (Do this 
exercise slowly.) 

5. (Hands on hips!) Knee raising forward, left, 2-4. 

(1) Raise left knee as high as hips, keeping toe 
pointed down, head erect. 

(2) Lower knee. 

(Repeat this exercise with right knee.) 

6. Breathing exercise. Same as 1 of this Lesson. 

7. Teach children right and left and drill them in this 
knowledge. 

LESSON II 

1. Drill on hands on hips, hands on shoulders, hands 
on head, hands on knees and anus forward. 

2. Breathing exercise (same as in Lesson I). 

3. (Hands on hips!) Arms forward and back to hips, 
2-4. 



FIRST AND SECOND GRADES 35 

(1) Stretch arms forward, palms facing. 

(2) Return to hips. 

4. (Hands on hips!) Knee raising alternately, 4-4. 

(1) Raise left knee as high as hips, toe pointed 
down. 

(2) Lower left knee. 

(3) Raise right knee as high as hips, toe pointed 
down. 

(4) Lower right knee. 

5. (Hands on hips!) Rising on toes, 2-4. 

(1) Rise slowly on toes. 

(2) Lower heels to ground slowly. 

6. Breathing exercise. Same as in Lesson I. 

7. Teach right-face! and left-face! and drill every day. 

LESSON III 

1. Drill same as in 1, Lesson II. 

2. (Arms forward!) Breathing exercise, 2-4. 

(1) Arms stretched sideward and backward as far 
as possible inhaling through nose. 

(2) Return forward, exhaling through mouth. 

3. (Hands on hips!) Arms upward, rising on toes, 2-4. 

(1) Stretch arms upward, rising on toes. 

(2) Return to position with hands on hips. 

4. (Hands on hips!) Head turning left and right, 4-4. 

(1) Turn head to left, keeping body erect and 
straight to front. 

(2) Return head to front. 

(3) Turn head to right. 

(4) Return. 



36 PHYSICAL TEAINTNG 

5. (Hands on hips!) Feet springing apart, 2-4. 

(1) Spring feet about twelve inches apart. 

(2) Spring feet together. 

(Spring lightly on toes and keep in rhythm.) 

6. (Hands on hips, Feet apart!) Trunk bending left, 
2-4. 

(1) Bend body to left. (Let head go with body; 
do not bend knees.) 

(2) Return to erect position. 

(Eepeat to right. Do this exercise slowly.) 

7. Breathing exercise. Same as in Lesson I. 

Teach about-face! Be sure they turn to right. 
Drill also on right-face! and left-face! 

LESSON IV 

1. Drill on hands on hips! hands on shoulders! hands 
on heads! hands on knees! hands on neck! and, arms 
forward! arms upward! and arms sideward! 

2. Breathing exercise. Same as Lesson I. 

3. (Hands on hips!) Head turning left and right 
alternately, 4-3. 

(1) Turn head to left. 

(2) Eeturn to front. 

(3) Turn to right. 

(4) Eeturn to front. 

(Keep body to front, chest up.) 

4. (Hands on hips!) Arms down and to hips, 2-4. 

(1) Stretch arms downward. 

(2) Eeturn to hips. 

(Keep head and chest up.) 



FIRST AND SECOND GRADES 37 

5. (Hands on shoulders!) Elbows forward and back, 
2-4. 

(1) Bring elbows forward, touching. 

(2) Force elbows as far back as possible, keeping 
head and chest up. 

6. (Hands on hips, feet apart!) Trunk bending left 
and right alternately, 4-3. 

(1) Bend trunk and head to left. 

(2) Return to erect position. 

(3) Bend to right. 

(4) Return. 

(Do this exercise slowly.) 

7. (Hands on hips!) Point step left, 2-4. 

(1) Extend left foot sideward so that toe will 
just touch ground. 

(2) Return to original position. 
(Repeat to right.) 

8. (Hands on hips!) Breathing exercise, 2-4. 

(1) Force elbows back, inhaling through nose. 

(2) Relax arms, moving elbows forward and ex- 
haling through mouth. 

(Drill on facing.) 

LESSON V 

1. Drill on hands on hips! hands on shoulders! hands 
on neck! arms upward! arms sideward! and feet apart! 

2. (Hands on hips!) Breathing exercise (same as 8, 
Lesson II). 

3. Arms forward, sideward, forward and down, 4-4. 



38 PHYSICAL TEAI1STING 

(1) Raise arms forward, palms parallel and facing. 

(2) Move arms sideward, palms down. 

(3) Move arms forward, palms parallel and facing. 

(4) Lower arms to sides. 

4. {Hands on hips!) Head bending forward, 2-8. 

(1) Bend head forward slowly. 

(2) Eaise head. 

5. (Hands on hips!) Knee bending and touching toes, 
2-4. 

(1) Bend knees and touch hands to toes, with 
arms extended between knees, keeping head up. 
(Do not bend trunk forward.) 

(2) Eeturn to starting position. 

6. (Hands on hips, feet apart!) Trunk bending left 
and right alternately, 4-3. 

(.1) Bend trunk to left. 

(2) Eeturn to erect position. 

(3) Bend to right. 

(4) Eeturn. 

(Do this slowly.) 

7. (Hands on hips!) Eising on toes, 2-4. 

(1) Eise slowly on toes. 

(2) Lower slowly. 

8. (Arms forward!) Breathing exercise, 2-4. 

(1) Arms sideward and back as far as possible, and 
inhale. 

(2) Move arms forward and exhale. 

LESSON VI 
1. Drill on hands on hips! hands on shoulders! arms 



FIEST AND SECOND GEADES 39 

forward! arms upward! arms sideward! and arms circle 
over head! 

2. (Hands on hips!) Breathing exercises (same as 8, 
Lesson V) . 

3. (Hands on hips!) Head turning and bending — 
left, 4-3. 

(1) Turn head to left. 

(2) Bend head downward (chin toward shoulder). 

(3) Baise head. 

(4) Turn head to front. 
(Bepeat to right.) 

4. Arms forward and down, 2-4. 

(1) Baise arms forward, palms facing, arms par- 
allel. 

(2) Lower to original position. 

5. Gripping and stretching fingers, 2-4. 

(1) Close hands, gripping hard. 

(2) Open hands, stretching fingers wide apart. 

6. (Feet apart! arms forward! palms up!) Scooping 
sand, 2-4. 

(1) Bend forward with hands between feet as 
if scooping sand (do not bend knees). 

(2) Baise, throwing hands over head, as if throw- 
ing the sand. 

(Do this slowly.) 

7. (Hands on hips!) Half knee bending, 2-4. 

(1) Bend knees about half as much as possible, 
keeping head up, shoulders back. 

(2) Beturn to upright position. 



40 PHYSICAL TRAINING 

8. (Hands on hips!) Toes apart, 2-4. 

(1) Keeping heels together, move toes as far apart 
as possible. 

(2) Move toes together until they touch. 
(Keep body erect.) 

9. Breathing exercise. Same as Lesson I. 

i 
LESSON VII 

1. Drill on hands on hips! hands on shoulders! arms 
forward! arms sideward! arms circle overhead! 

2. Windmill breathing exercise. (Explained under 
wake-up exercises.) 

3. Arms forward, upward, forward and down, 4-4. 

( 1 ) Raise arms forward, parallel with palms facing. 

(2) Raise arms upward, parallel with palms facing. 

(3) Lower arms to forward position. 

(4) Arms down. 

(Make this exercise snappy and exact.) 

4. (Hands on hips!) Point step left and right alter- 
nately, 4-4. 

(1) Point step left. 

(2) Return. 

(3) Point step right. 

(4) Return. 

(Do not move trunk sideward.) 

5. (Arms sideward! feet apart!) Trunk twisting left 
and right, alternately, 4-3. 

(1) Twist trunk to left, keeping feet in place. 

(2) Twist trunk to front. 

(3) Twist trunk to right, keeping feet in place. 



FIRST AND SECOND GRADES 41 

(4) Twist trunk to front. 

(Make a distinct stop after each count; do not 
merely swing from left to right.) 
6. Breathing exercise. Same as Lesson I. Be. sure chil- 
dren stretch and rise on toes. 

LESSON VIII 

1. Drill on arms forward! arms sideward! arms up- 
ward! arms circle overhead! and hand clasped overhead! 

2. Breathing exercise. Windmill. 

3. (Hands on laps!) Head turning left and right alter- 
nately, 4-3. 

(1) Turn head to left. 

(2) Turn head to front. 

(3) Turn head to right. 

(4) Turn head to front. 
(Do not twist trunk.) 

4. (Hands clasped over head! Feet apart!) Trunk 
bending with hands between knees, 2-4. 

(1) Bend forward, swinging clasped hands between 
knees as far as possible, and keeping head up. 

(2) Return to former position. 
(Do this exercise slowly.) 

5. Arms sideward, arms circle overhead, sideward, and 
down, 4-4. 

(1) Raise arms sideward, palms down. 

(2) Circle arms over head. 

(3) Lower arms sideward, palms down. 

(4) Lower arms to sides. 

6.- (Hands on hips!) Point step backward, left, 2-4. 



42 PHYSICAL TRAINING 

(1) Extend left leg backward, knee stiff, until toe 
touches ground. 

(2) Return to former position. 
(Do not move body.) 
Repeat with right toe. 

7. (Hands on hips!) Rising on heels, 2-4. 

(1) Lift toes, throwing weight of body on heels. 

(2) Lower toes slowly. 
(Do not sway body.) 

8. Breathing exercise. Windmill. 

LESSON IX 

1. Drill on arms sideward! arms upward! and arms to 
thrust! 

2. (Hands on hips!) Breathing exercise. Elbows back- 
ward and forward. 

3. (Hands on neck!) Head pressing backward, 2-4. 

(1) Press head backward against hands. 

(2) Relax. 

4. Arms circle over head, with point step left and right, 
4-4. 

(1) Arms circle over head, point step backward, 
left. 

(2) Arms down, foot in place. 

(3) Arms circle over head, point step backward, 
right. 

(4) Arms down, foot in place. 

5. (Arms sideward!) Arms upward, with rising on 
toes, 2-4. 



THIED AJSTD FOURTH GEADES 43 

(1) Eaise arms over head, parallel, palms facing, 
and rise on toes. 

(2) Lower arms to side and lower to heels. 
(Do this exercise slowly and stretch.) 

6. (Arms forward!) Breathing exercise, 2-4. 

(1) Stretch arms backward as far as possible and 
inhale. 

(2) Eeturn to former position and exhale. 

(This exercise is also good if taken briskly, 
especially on cold days.) 

SET B 

For Thied and Fourth Grades 
Before each lesson drill the class on several of the 
starting positions as in the lessons in the "SET A" of 
exercises. This puts the class in a more alert attitude 
when you begin the regular lesson. 

LESSON I 

1. (Hands on shoulders!) Breathing exercise. Elbows 
backward and forward, 2-4. 

(1) Thrust elbows far back, inhaling through nose. 

(2) Bring elbows together in front, exhaling 
through the mouth. 

2. Arms upward and down, 2-4. 

(1) Eaise arms forward and over head, palms 
facing. 

(2) Lower arms forward and down to position. 

3. (Hands on hips!) Head turning left and right al- 
ternately, 4-4. 



44 PHYSICAL TRAINING 

(1) Turn head to left. 

(2) Turn head to front. 

(3) Turn head to right. 

(4) Turn head to front. 

(Keep body straight to front.) 

4. (Hands on hips!) Foot raising backward, left, 2-4. 

(1) Eaise left foot backward as high as possible, 
without moving upper part of leg. 

(2) Lower foot. 

(Keep body erect all the time.) 
Eepeat with right foot. 

5. (Hands on hips!) Trunk bending forward, 2-4. 

(1) Bend body forward, keeping head up and 
shoulders back. 

(2) Eeturn to starting position. 
(Do this slowly.) 

6. Arms forward with rising on toes, 2-4. 

(1) Eaise arms forward, parallel, and palms facing, 
at the same time rising on toes. 

(2) Eeturn to starting position. (Be careful that 
children do not drop down on heels.) 

7. (Hands on shoulders!) Breathing exercise, 2-4. 
Same as at beginning of this lesson. 

LESSON II 

1. (Hands on shoulders!) Breathing exercise, 2-4. 
(Same as 7, Lesson I.) 

2. (Hands on hips!) Head bending forward, 2-4. 

(1) Bend head forward, keeping shoulders back. 

(2) Eeturn to starting position. 



THIED AND FOURTH GRADES 45 

3. Arms forward, sideward, forward, and down, 4-4. 

(1) Eaise arms forward, palms facing. 

(2) Move arms sideward, palms down, arms par- 
allel to ground. 

(3) Move arms forward, palms facing. 

(4) Lower arms. 

(Make each movement distinct.) 

4. (Arms, sideward!) Gripping and opening hands, 
2-4. 

(1) Close hands, gripping tightly. 

(2) Open hands, stretching fingers. 

5. (Feet apart! hands on hips!) Trunk bending side- 
ward alternately, 4-4. 

(1) Bend trunk to left, keeping head in line with 
trunk. 

(2) Eaise trunk. 

(3) Bend trunk to right. 

(4) Eaise trunk. 

(Do not bend knees or move legs. Do this 
slowly.) 

6. (Hands on hips!) Leg raising forward, left, 2-4. 

(1) Eaise leg forward, keeping knee straight and 
trunk erect. 

(2) Lower leg. 

Eepeat this with right leg. 

7. (Hands on hips!) Toes apart and together, 2-4. 

(1) Keeping heels together, move toes as far apart 
as possible. 

(2) Move toes close together. 



46 PHYSICAL THAWING 

8. Breathing exercise. Windmill. (See Wake-up ex- 
ercises.) 

LESSON III 

1. Breathing exercise. Arms forward and upward, side- 
ward and down, 2-4. 

(1) Stretch arms forward and over head, rising 
on toes and inhaling deeply. 

(2) Lower arms sideward to position, exhaling. 

2. (Hands on neck!) Head pressing backward, 2-4. 

(1) Press head backward hard against pressure of 
hands. 

(2) Kelax. 

3. Arms sideward, upward, sideward, and down, 4-4. 

( 1 ) Raise arms sideward, parallel to ground, palms 
down. 

(2) Baise arms over head, palms facing. 

( 3 ) Lower arms sideward as in ( 1 ) . 

(4) Lower to position. 

(Make each movement distinct.) 

4. (Feet apart! hands on hips!) Trunk twisting left 
and right alternately, 4-4. 

(1) Twist trunk to left. 

(2) Twist trunk to front. 

(3) Twist trunk to right. 

(4) Twist trunk to front. 

(Make each movement distinct, and go slowly.) 

5. (Hands on hips!) Charging forward, left, 2-4. 

(1) Step briskly forward with left foot, left knee 
bent, right leg straight, trunk erect, shoulders 
back. 



THIRD AND FOURTH GRADES 47 

(2) Return to position. 
Repeat with right foot. 

6. (Hands on hips!) Toes apart and together, 2-4. 

(1) Keeping heels together, move toes apart as 
far as possible. 

(2) Move toes together until they touch. 

7. Breathing exercise. Windmill. 

LESSON IV 

1. (Arras forward!) Breathing exercise — Arms side- 
ward and forward, with rising on toes, 2-4. 

2. (Hands on hips!) Head bending right and left 
alternately, 4-4. 

(1) Bend head to left. 

(2) Raise head erect. 

(3) Bend to right. 

(4) Raise head erect. 
(Keep body straight.) 

3. Arms sideward, upward, forward and down, 4-4. 

(1) Raise arms sideward. 

(2) Raise arms upward. 

(3) Lower arms to forward position. 

(4) Arms down. 

(Make each movement distinct and snappy.) 

4. (Hands on hips!) Trunk twisting and bending for- 
ward, left and right, 8-3. 

(1) Twist to left. 

(2) Twist to front. 

(3) Bend forward. 



48 PHYSICAL TRAINING 

(4) Raise. 

(5) Twist to right. 

(6) Twist to front. 

(7) Bend forward. 

(8) Raise. 

5. {Hands on hips!) Charging left, 2-4. 

(1) Place foot to left, bending knee over toe. (The 
body should be straight from right heel to 
shoulder.) 

(2) Replace foot and stand erect. ' 

(This exercise should be done with some force.) 
Repeat to right. 

6. (Hands on hips!) Opening and closing feet, toes 
together, 2-4. 

(1) Move heels wide apart, keeping toes together. 
(Pigeon-toe position.) 

(2) Close heels together. 

7. Breathing exercise. Arms forward and upward, side- 
ward and down, with rising on toes, 2-4. 

(1) Raise arms forward and upward, slowly, inhal- 
ing through nose and rising on toes. 

(2) Lower arms sideward and down, sinking to heels 
(The first movement should be done slowly, the 
second more quickly.) 

LESSON V 

1. (Hands on hips!) Breathing exercise, elbows back 
and forward, 2-4. 

(1) Stretch elbows slowly backward, inhaling 
through nose. 



THTRD AND FOURTH GRADES 49 

(2) Relax, moving elbows to the front and exhal- 
ing through mouth. 

2. (Hands on hips!) Head turning and bending left, 
4-4. 

(1) Turn head to left. 

(2) Bend head downward. 

(3) Raise head. 

(4) Turn head to front. 
Repeat to right. 

3. (Arms to thrust!) Thrusting forward and back, 2-4. 

(1) Thrust arms vigorously forward, arms parallel, 
knuckles up. 

(2) Return to position. 

(This should be a vigorous exercise.) 

4. (Hands on shoulders!) Bending forward and up, 
2-4. 

(1) Bend body forward, keeping hands in proper 
position on shoulders, head up. 

(2) Return to position. 

5. Charging forward, left, with arms forward, sideward, 
forward and down, 4-4. 

(1) Charge forward, left, raising arms forward. 

(2) Move arms sideward. 

(3) Move arms forward. 

(4) Return to position, arms down. 
(Do this exercise vigorously.) 

6. (Arms forward!) Breathing exercise. Arms side- 
ward and forward, with rising on toes, 2-4. 

(1) Rise on toes slowly, and stretch arms side- 
ward, taking deep breath. 



50 PHYSICAL TRAINING 

(2) Exhale, moving arms forward and sinking to 
heels. 

LESSON VI 

1. Breathing exercise. Arms forward and upward, side- 
ward and down. (See 1, in Lesson III.) 

2. (Arms forward!) Arms sideward and forward with 
head pressing backward, 2-4. 

(1) Swing arms sideward, press head backward. 
(Do not jerk head backward.) 

(2) Swing arms forward and relax head forward. 

3. (Arms to thrust!) Thrusting sideward with lunging 
sideward, left, 2-4. 

(1) Thrust arms sideward, knuckles up, and place 
left foot out to left keeping weight on both 
feet. 

(2) Return to position. 

(Do this exercise vigorously.) 
Repeat to right. 

4. (Arms upward!) Bending forward, 2-4. 

(1) Bend body forward, keeping head and arms in 
the plane of the body. 

(2) Return to position. 
(Do this slowly.) 

5. (Hands on shoulders!) Breathing exercise, elbows 
backward and forward, with rising on toes, 2-4. 

( 1 ) Thrust elbows far back, rise on toes and inhale. 

(2) Relax, move elbows to front, sink on heels, and 
exhale. 



THIRD AND FOURTH GRADES 51 

LESSON VII 

1. Breathing exercise. 

2. Arms forward, upward, forward and down; alternat- 
ing left and right, 8-4. 

(1) Left arm forward. 

(2) Right arm forward. 

(3) Left arm upward. 

(4) Right arm upward. 

(5) Left arm forward. 

(6) Right arm forward. 

(7) Left arm down. 

(8) Right arm down. 

3. Arms sideward and down, with head turning left and 
right, alternately, 4-4. 

(1) Raise arms sideward, turn head to left. 

(2) Lower arms sideward, turn head to front. 

(3) Raise arms sideward, turn head to right. 

(4) Lower arms sideward, turn head to front. 

4. (Hands on hips!) Running in place, 4-4. This 
exercise is a running exercise, except the children do not 
move from the spot where they are standing. Take quick 
running steps, running on toes, feet raised backward, 
bodies erect. 

(1) Left foot strikes the ground. 

(2) Right foot strikes the ground. 

(3) Left foot strikes ground. 

(4) Right foot strikes ground. 

5. Breathing exercise. 

6. (Arms clasped over head, feet apart!) Wood chop- 
ping—left, 2-4. 



52 PHYSICAL TEAIOTNG 

(1) Swing clasped hands toward left toe as if 
swinging an ax. 

(2) Keturn to position. 
(Eepeat to right.) 

7. (Hands on hips!) Eising on toes and heels, 4-4. 

(1) Eise on toes. 

(2) Lower. 

(3) Eise on heels. 

(4) Lower. 

(Do this slowly, do not drop to heels, keeping 
body erect.) 

8. Breathing exercise. 

LESSON VIII 

1. Breathing exercise. 

2. (Hands on hips!) Head circle left, 4-3. 

(1) Bend head forward. 

(2) Bend head left. 

(3) Bend head backward. 

(4) Bend head right. 
Eepeat to the right. 

3. (Arms to thrust!) Thrusting forward, 2-4. (Turn 
arms so that knuckles are up on first count.) Eepeat, side- 
ward, upward and downward. (Sideward, knuckles should 
be up. Upward, knuckles should be to the back. Down- 
ward, knuckles should be to the front. 

4. (Hands on shoulders!) Breathing exercise, with ris- 
ing on toes, 2-4. 

(1) Stretch elbows back, rising on toes, and inhale. 



FIFTH AND SIXTH GEADES 53 

(2) Eelax elbows to front, sinking to heels and 
exhale. 

5. (Arms sideward!) Trunk twisting left and right 
alternately, 4-4. 

(1) Twist to left. 

(2) Twist to front. 

(3) Twist to right. 

(4) Twist to front. 

(Make each movement distinct; go slowly.) 

6. (Hands on hips!) Knee raising, left, 2-4. 

(1) Eaise knee as high as hip, keeping toe point- 
ing down and head erect. 

(2) Eeturn to position. 
Bepeat to right. 

7. Breathing exercise. 

LESSON IX 

1. Breathing exercise. 

2. Arms sideward with head turning, left, 2-4. 

(1) Eaise arms sideward, turn head to left. 

(2) Lower arms, turn head to front. 
Eepeat to right. 

3. (Hands on hips!) Trunk bending forward with 
knee raising, left and right, alternately, 4-4. 

(1) Bend trunk forward, at the same time, raising 
knee, keeping toe down. 

(2) Eeturn to position. 

(3) Eepeat, raising right knee. 

(4) Eeturn to position. 
(Do this slowly.) 



54 PHYSICAL TRAINING 

4. (Arms to thrust!) Boxing exercise, 8-4. On first 
count, step forward and to the left with left foot and 
thrust left arm forward as if striking a bag. On second 
count strike with right, and third with left, etc., return- 
ing to thrust position on eighth count. Eepeat imme- 
diately to right. Keep up on toes during each eight counts. 
This should be done vigorously and rather fast. 

5. Breathing exercise. 

SET C 

For Fifth and Sixth Grades 
Give several starting positions before beginning each 
lesson. 

LESSON I 

1. Breathing exercise. 

2. (Hands on hips!) Head turning and bending, left, 
4-4. 

(1) Turn head to left. 

(2) Bend head downward. 

(3) Eaise head. 

(4) Turn to front. 
(Repeat to right.) 

3. Arms forward, sideward, upward, sideward, forward, 
down, 6-4. 

(1) Raise arms forward, palms facing. 

(2) Move arms sideward, palms down. 

(3) Raise arms upward, palms facing. 

(4) Lower arms to sideward position. 

(5) Move arms forward. 

(6) Lower arms down. 



FIFTH AND SIXTH GRADES 55 

4. (Hands on hips!) Trunk twisting left and right, 
4-4. 

(1) Twist to left. 

(2) Twist to front. 

(3) Twist to right. 

(4) Twist to front. 

(Make each movement distinct.) 

5. (Hands on hips!) Foot raising backward, left, 2-4. 

(1) Raise left foot, as high as possible, backward, 
keeping left knee even with right. 

(2) Return to position. 
(Keep body erect.) 
Repeat with right foot. 

6. (Hands on hips!) Rising on toes, 2-4. 

( 1 ) Rise on toes as high as possible. 

(2) Lower slowly. 

7. Breathing exercise. 

LESSON II 

1. Breathing exercise. 

2. (Hands on neck!) Head pressing, 2-4. 

(1) Press head backward slowly, against pressure 
of hands, keeping chin down. 

(2) Relax. 

3. Arms-sideward, forward, upward, forward, sideward, 
and down, 6-4. (This exercise is similar to Exercise 2, 
Lesson I.) 

4. (Hands on hips!) Trunk twisting and bending, left, 
4-4. 



56 PHYSICAL TRAINING 

(1) Twist to left. 

(2) Bend downward. 

(3) Raise erect. 

(4) Twist forward. 
Repeat to right. 

5. {Hands on hips!) Leg raising forward, left, 2-4. 

(1) Raise left leg forward, knee stiff, toe pointed 
forward. 

(2) Return to position. 
(Keep body erect.) 
Repeat with right foot. 

6. (Hands on hips!) Rising on heels, 2-4. 

(1) Rise on heels, keeping body erect. 

(2) Return. 

7. Breathing exercise. 

LESSON III 

1. Breathing exercise. 

2. (Hands on hips!) Head bending left and right, 4-4. 

(1) Bend head to left. 

(2) Raise head erect. 

(3) Bend head to right. 

(4) Raise head erect. 

(Do this exercise rather slowly.) 

3. Charging forward left, and right, with arms thrust- 
ing forward, 4-4. 

(1) Charge forward left, by stepping forward with 
left foot, left knee bent, right leg straight and 
in line with trunk, weight on left foot; and 
thrust arms forward, knuckles up. 



FIFTH AND STXTH GRADES 5? 

(2) Return to position. 

(3) Charge forward right and thrust forward with 
arms. 

(4) Return to position. 

4. Arms upward, with trunk bending forward, 4-4. 

(1) Raise arms upward. 

(2) Bend trunk forward. 

(3) Raise trunk. 

(4) Lower arms. 

5. (Hands on hips!) Opening and closing feet, heels 
together, 2-4. 

(1) Spread feet apart, keeping heels together. 

(2) Close feet together. 

6. Breathing exercise. 

LESSON IV 

1. Breathing exercise. 

2. (Arms forward!) Swinging arms sideward with 
head pressing,. 2-4. 

(1) Swing arms sideward, stretching backward as 
far as possible, keeping them parallel to ground, 
and press head back, chin down. 

(2) Return arms forward and relax neck. 

3. Arms sideward, with trunk twisting left and right, 
8-3. 

(1) Raise arms sideward. 

(2) Twist to left. 

(3) Twist to front. 

(4) Lower arms. 

(5) Raise arms. 



58 PHYSICAL TEAINING 

(6) Twist to right. 

(7) Twist to front. 

(8) Lower arms. 

4. {Hands on hips!) Point step forward left with 
rising on toes, 4-4. 

(1) Point step forward left; place left foot for- 
ward, so that left toe touches ground, left knee 
stiff, weight on right foot. 

(2) Eise on toes. 

(3) Lower. 

(4) Eeturn to position. 
Eepeat with right foot. 

5. Breathing exercise. 

LESSON V 

1. Breathing. 

2. (Hands on hips!) Point step sideward, left and 
right, with rising on toes, 8-3. 

(1) Point step sideward, left; extend leg sideward 
till toe touches ground, knee stiff, weight on 
right foot. 

(2) Eise on toes. 

(3) Lower to heels. 

(4) Eeturn to position. 

(5) Point step sideward, right. 

(6) Eise on toes. 

(7) Lower to heels. 

(8) Eeturn to position. 

3. Gripping and opening fingers, 2-8. 

(1) Grip fingers tightly. 



FIFTH AND SIXTH GRADES 59 

(2) Open hand, spreading fingers as much as pos- 
sible. 

4. (Arms to thrust!) Boxing exercise, 8-4. (See Set 
"B," Lesson IX, Exercise 4.) 

5. (Arms sideward!) Trunk twisting left and right with 
trunk bending, 8-3. 

(1) Twist to left. 

(2) Bend trunk downward, keeping arms parallel 
to ground. 

(3) Raise trunk. 

(4) Twist to front. 

(5, 6, 7, 8. Repeat to right.) 

6. Breathing exercise. 

LESSON VI 

1. Breathing exercise. 

2. Arms sideward and down ! Head turning left and 
right, 4-4. 

( 1 ) Raise arms sideward, turn head to left. 

(2) Lower arms, turn head to front. 

(3) Raise arms sideward, turn head to right. 

(4) Lower arms, turn head to front. 

3. (Hands on hips!) Trunk bending forward with knee 
raising left and right 4-4. 

(1) Bend trunk forward and raise left knee, keep- 
ing toe pointed down. 

(2) Return to position. 

(3, 4) Repeat, using right knee. 

4. (Hands on hips!) Opening and closing feet ? heels 
together, 2-4. 



60 PHYSICAL TRAINING 

(1) Keeping heels together, spread toes far apart. 

(2) Move toes together. 
5. Breathing exercise. 

LESSON" VII 

1. Breathing exercise. 

2. (Hands on hips!) Head turning left and right, and 
bending, 8-3. 

(1) Turn head to left. 

(2) Bend head downward. 

(3) Eaise head. 

(4) Turn head to front. 

(5, 6, 7, 8 Eepeat, turning head to right.) 

3. (Arms to thrust!) Thrusting forward, upward, 
sideward, downward, and backward, 8 counts each. 

Note. — Thrusting forward with knuckles turned up. 
Thrusting upward with knuckles turned back. Thrusting 
sideward with knuckles turned up. Thrusting downward 
with knuckles turned forward. Thrusting backward with 
knuckles turned forward. This last movement, is similar 
to thrusting downward, except that the arms are thrust 
backward as much as possible. 

4. Breathing exercise. 

5. (Hands on hips!) Full knee bending with arms 
forward, 2-4. 

(1) Bend both knees as much as possible, spread- 
ing them apart and thrust arms forward. 
Keep body erect, and support weight on toes. 

(2) Return to position. 



FIFTH AND SIXTH GRADES 61 

6. (Hands on hips!) Charging forward, left, with 
trunk bending forward, 4-4. 

(1) Charge forward left. 

(2) Bend trunk forward. 

(3) Eaise trunk. 

(4) Return to position. 
Repeat this exercise to right. 

7. Breathing exercise. 

LESSON VIII 

1. Breathing. 

2. (Arms sideward!) Gripping and opening fingers, 
2-4. 

3. (Hands on hips!) Charging left and right with 
arms clasped under knee, 4-4. 

(1) Charge forward left and bend forward so that 
arms may be placed under left knee, with hands 
on opposite elbows. 

(2) Return to position. 

(3 and 4 Repeat to right.) 

4. (Arms sideward!) Swinging arms in circle forward, 
1-8. 

(1) Swinging arms forward, prescribe a small cir- 
cle, keeping arms stretched out straight. Make 
a complete movement for each count. 
Repeat, swinging arms backward. 

5. (Hands on hips!) Head bending forward, 2-4. 

6. (Hands on hips!) Opening and closing feet, toes 
together, 2-4. 

( 1 ) Move heels far apart, keeping toes together. 

(2) Move heels together. 



62 PHYSICAL TRAINING 

LESSON IX 

1. Breathing exercise. 

2. (Hands on hips!) Eising on heels, 2-4. 

3. (Hands on hips!) Running in place, 16 counts. 

4. Breathing exercise. 

5. (Arms clasped over head, feet apart!) Swinging 
hands between knees and over head, 2-4. 

(1) Bend forward, swinging clasped hands as far 
as possible between knees. 

(2) Return to position. 
(Do not bend knees.) 

6. (Hands on hips!) Springing feet forward and back- 
ward, 2-8. 

(1) Spring left foot forward, right foot backward, 
alighting on toes. 

(2) Spring right foot forward, left backward. 

On last count, both feet should come together 
in proper position. 

7. Breathing exercise. 

SET D 

For Seventh and High School Grades 
LESSON I 

1. Breathing exercise. 

2. (Hands on hips!) Head turning left and right, 4-4. 

(1) Turn head to left. (3) Turn head to right. 

(2) Turn head to front. (4) Turn head to front. 

3. (Arms sideward!) Gripping and opening fingers, 
2-8. 



SEVENTH GRADE AND HIGH SCHOOL 63 

(1) Grip fingers tightly. 

(2) Open as wide as possible. 

4. (Hands on shoulders!) Elbows forward and back- 
ward, 2-4. 

(1) Move elbows forward till arms are parallel. 

(2) Move elbows backward, as far as possible. 

5. (Hands on hips!) Trunk bending forward, 2-4. 

(1) Bend slowly forward, legs kept straight. 

(2) Eaise. 

6. (Hands on hips!) Half knee bending, 2-4. 

(1) Bend knee slightly, weight on toes. 

(2) Eaise. 

(Keep trunk erect.) 

7. (Hands on hips!) Rising on toes, 2-4. (Do this 

slowly, coming back to heels without dropping 
down.) 

8. Breathing exercise. 

LESSON II 

1. Breathing exercise. 

2. (Hands on hips!) Head bending forward, 2-4. 

(1) Bend head forward. (2) Raise. 

(Keep shoulders back.) 

3. (Arms sideward!) Swinging arms forward 8 counts. 
Swing arms in small circle, one count for each complete 
movement. Keep trunk erect. 

4. (Hands on hips, feet apart!) Trunk bending left 
and right, 4-4. 

(1) Bend trunk slowly to left, keeping head in line 
with trunk. 



64 PHYSICAL TRAINING 

(2) Raise. 

(3 and 4 Repeat to right.) 

5. (Hands on hips!) Feet springing forward and back- 
ward, left and right, 2-8. 

(1) Spring lightly, left foot forward, right foot 
backward, alighting on toes. 

(2) Spring right foot forward, left foot backward. 

6. Breathing exercise. 

LESSON III 

Give several starting positions before each lesson. 

1. Breathing exercise. 

2. (Hands on neck I) Head pressing backward, 2-4. 

(1) Press head against resistance of hands. 

(2) Relax. 

3. (Arms sideward, palms up!) Flexing on upper 
arm, 2-6. 

(1) Bring hands to position hands on shoulders. 

(2) Return sideward. 

4. (Hands clasped forward, feet apart!) Trunk twist- 
ing left and right, 4-4. 

(1) Twist slowly to left. 

(2) Twist slowly to front. 

(3) Twist slowly to right. 

(4) Twist slowly to front. 

5. (Hands on hips!) Point step forward, sideward, 
backward, left and right, 8-4. 

(1) Point step forward left (move left foot for- 
ward till toe touches ground, weight on right 
foot). 



SEVENTH GRADE AND HIGH SCHOOL 65 

(2) Move to point step sideward (swing left foot to 
left till toe touches ground, weight on right 
foot). 

(3) Move to point step backward. (Move left foot 
backward till toe touches ground, weight on 
right foot.) 

(4) Keturn to position. 

(5, 6, 7, 8 Eepeat to right with right foot.) 

6. (Hands on hips!) Rising on heels, 2-4. 

(1) Rise on heels, keeping body erect. 

(2) Return to position. 

7. Breathing exercise. 

LESSON IV 

1. Breathing exercise. 

2. (Hands on hips!) Head bending left and right, 4-4. 

(1) Bend head to left, keeping shoulders level. 

(2) Raise. 

(3) Bend to right. 

(4) Raise head. 

3. Arms upward, with trunk bending forward, 4-4. 

(1) Raise arms upward. 

(2) Bend trunk forward, keeping arms in line with 
trunk, head up. 

(3) Raise trunk. (4) Lower arms. 

4. (Hands on hips!) Charging forward, left and right, 
4-4. 

(1) Charge forward left (place left foot forward, 
left knee bent, right leg straight and in line 
with trunk, weight on left foot). 



66 PHYSICAL TRAINING 

(2) Keturn to position. 

(3) Charge forward right. 

(4) Return to position. 

5. (Hands on hips!) Opening and closing feet, toes 
and heels alternating, 4-4. 

(1) Move toes apart, keeping heels together. 

(2) Move toes together, till they touch. 

(3) Move heels apart, keeping toes together. 

(4) Move heels together till the touch. 

6. Breathing exercise. 

LESSON V 

1. Breathing exercise. 

2. (Hands on hips!) Head turning and bending left 
and right, 8-4. 

(1) Turn head to left. 

(2) Bend head downward. 

(3) Bend head upward. 

(4) Turn head to front. 

(5, 6, 7 and 8 Repeat to right.) 

3. (Arms sideward, feet apart!) Trunk bending side- 
ward, left and right, 4-4. 

(1) Bend trunk slowly to left, arms perpendicular 
to trunk. 

(2) Raise. 

(3) Bend to right. 

(4) Raise. 

4. (Hands on hips!) Point forward left and right with 
rising on toes, 8-4. 



SEVENTH GRADE AND HIGH SCHOOL 67 

(1) Point step forward left, keeping weight on 
right foot. 

(2) Rise on right toe. 

(3) Lower. 

(4) Return to position. 

(5, 6, 7, 8 Repeat to right, rising on left toe.) 
5. Breathing exercise. 

LESSON VI 

1. Breathing. 

2. (Arms sideward!) Arms swinging forward and 
backward with head bending forward and pressing back- 
ward, 2-4. 

(1) Swinging arms forward, bending head forward. 

(2) Swing arms backward, parallel to ground, and 
press head backward. 

3. (Arms clasped forward, feet apart!) Trunk twist- 
ing sideward, left and right with body bending forward, 
8-4. 

(1) Twist trunk to left. 

(2) Twist trunk to front. 

(3) Bend forward, swinging clasped hands be- 
tween knees. 

(3) Raise. 

(5, 6, 7, 8 Repeat to right.) 

4. (Hands on hips!) Rising on toes and full knee 
bending with arms forward. 

(1) Rise on toes. 

(2) Remaining on toes, bend both knees, keeping 
trunk erect and thrust arms forward. 



68 PHYSICAL TEAWLSTG 

(3) Eise on toes, hands back to hips. 

(4) Lower to heels. 

5. (Arms to thrust!) Thrusting forward, upward, 
sideward and downward, 8-4. 

(1) Thrust arms forward, knuckles up. 

(2) Return to position. 

(3) Thrust arms upward, knuckles back. 

(4) Eeturn to position. 

(5) Thrust knuckles sideward, knuckles up. 

(6) Eeturn to position. 

(7) Thrust arms downward, knuckles forward. 

(8) Eeturn to position. 
(Do this briskly.) 

6. Breathing exercise. 

LESSON VII 

1. Breathing exercise. 

2. Arms sideward with head turning left and right, 4-4. 

(1) Eaise arms sideward, and turn head to left. 

(2) Eeturn to position. 

(3) Eepeat, turning to right. 

(4) Eeturn to position. 

3. Arms raised forward and upward, left and right, 8-4. 

(1) Eaise left arm forward. 

(2) Eaise right arm forward. 

(3) Eaise left arm upward. 

(4) Eaise right arm upward. 

(5) Lower left arm to forward position. 

(6) Lower right arm to forward position. 



SEVENTH GRADE AND HIGH SCHOOL 69 

(7) Lower left arm to side. 

(8) Lower right arm to side. 

4. Arms sideward with feet springing apart, 2-6. 

(1) Eaise arms sideward and spring feet apart. 

(2) Return to position. 

(Do not let heels touch ground during this 
exercise.) 

5. (Hands on hips!) Charging forward left and right, 
with trunk bending forward, 8-3. 

(1) Charge forward left. (3) Raise trunk. 

(2) Bend trunk forward. (4) Return to position. 

(5, 6, 7, 8 Repeat to right.) 

6. Breathing exercise. 

LESSON VIII 

1. Breathing exercise. 

2. (Hands on shoulders!) Head turning left and right, 
4-4. 

3. Charging forward left and right with arms swinging 
upward and head turning upward, 4-4. 

(1) Charge forward left, swing arms over head 
and turn head upward to look at hands. 

(2) Return to position. 
(3, 4) Repeat to right. 

4. (Arms to thrust!) Feet springing apart with arms 
thrusting sideward, 2-8. 

(1) Springing feet apart and thrust sideward. 

(2) Return to position. 

(Do .not touch heels to ground during exer- 
cise.) 



70 PHYSICAL TRAINING 

5. (Hands on hips, feet apart!) Trunk twisting left 
and right, with trunk bending, 8-3. 

(1) Twist to left. 

(2) Bend trunk. 

(3) Eaise trunk. 

(4) Twist to front. 

(5, 6, 7, 8 Eepeat to right.) 

6. (Hands on hips!) Rising on toes and heels, 4-4. 

(1) Rise on toes. 

(2) Lower. 

(3) Rise on heels. 

(4) Lower. 

7. Breathing. 

LESSON IX 

1. Breathing. 

2. (Hands on hips!) Head bending forward, 2-4. 

3. Arms sideward and forward, left and right, 8-4. 

(1) Raise left arm sideward. 

(2) Raise right arm sideward. 

(3) Move left arm forward. 

(4) Move right arm forward. 

(5) Move left arm sideward. 

(6) Move right arm sideward. 

(7) Lower left arm to side. 

(8) Lower right arm to side. 

4. (Arms sideward!) Feet springing apart with hand 
clapping forward and backward, 4-4. 

(1) Spring feet apart and clap hands in front of 
shoulders. 

(2) Spring feet together, swing arms sideward and 



GAMES 71 

backward, clapping hands together behind back. 
(Keep up on toes during this exercise.) 

5. (Hands on shoulders, elbows forward!) Trunk bend- 
ing forward with elbows sideward. 

(1) Bend forward, pressing elbows to sideward 
position. 

(2) Baise, drawing elbows forward. 

6. Breathing exercise. 

GAMES 

Children should be taught to play; not only for the 
physical benefits to be derived, but for the mental and 
moral development possible in properly organized games. 
Many children have not even learned to play at any 
game and enjoy it; or, to play hard and yet fairly; or to 
play in groups amiably. The ability to think and act 
quickly, which is developed by games, is lacking in many 
children. You will notice that children who are slow in 
their studies are generally correspondingly slow in games. 
As they become more alert in games, you will note an 
improvement in their lessons. 

After they have been taught some games, they may be 
encouraged to play them at recess, without a teacher to 
direct them. Many schools have certain teachers each 
week to direct the games at recess. An excellent plan 
also, when the physical training period comes just before 
recess, is to extend this period over into the recess period 
for five or ten minutes. This gives a longer time for 
games, and guarantees that everyone plays during recess. 
The last five minutes is sufficient for getting drinks and 
going to toilets. 



GAMES 73 

The following games have been found to be very popular 
with teachers and children. There are various types of 
games in this list. By changing them slightly, you may 
create new games. 

RAGES 

Races are popular with all ages of children. The fol- 
lowing races are all relay races. They enable you to 
divide your class into two or more teams, to develop team 
work and also much interest, and to balance the individual 
star with the less favored child. It also simplifies the 
contest. 

Simple Relay Race 

Children arranged in two or more rows, several feet 
apart, leaders all even at some kind of starting line. Each 
leader should carry a stick, cap, ball, or something similar, 
and at signal run to another line or around a tree, and 
back again, when he hands the object to the next in line. 
He then goes to end of his line while child receiving object 
repeats the run. The team finishes when all its members 
have run. The team finishing first wins the race. 

Baseball Relay 

Leaders carry baseballs and run to a designated spot; 
then throw or roll ball back to next one in line who 
repeats, etc. After each one runs, he lines up at other 
place from which ball was thrown. 

Basket Ball Relay 

One basket ball goal is required. Children line up in 
rows at other end of basket ball court, leaders facing goal 
and carding each a basket ball. Leaders run toward 



74 PHYSICAL TRAINING 

basket ball goal and try to throw ball through basket; one 
throw only being allowed. If leader misses basket, he re- 
covers ball and runs back, giving it to next one in his line, 
who repeats, etc. If a leader makes the basket, he may 
throw the ball to next one in his line, who may also run 
down to receive it, thus saving time. This game combines 
the relay race with basket ball practice, and is enjoyed by 
children too small to play basket ball, as well as the 
larger ones. 

Hoop Ball Relay 
Just like "Simple Relay" except a basket ball is used, 
and it must be rolled like a hoop instead of being carried. 

Circle Relay 

Form children in a circle, facing around circle. Divide 
them into two or more teams, designating first one in each 
team the leader, who carries a hat or something as in the 
"Simple Relay." At signal, leaders run around outside 
the circle. When they reach their starting places, they 
hand hat to ones behind them who repeat, etc. Last child 
on each team after running around circle, runs to center 
to indicate finish of race. 

Overtake Relay 

Same as circle relay except object is for a child on one 
team to overtake and tag runner on another team. This 
concludes the race. To repeat this race, have all to about 
face. Then use same leaders. 

Catch the Ball Relay 

This is also a circle race, but without teams. One child 
is the catcher. Give the ball to the third child from the 



GAMES 



75 



catcher. At signal, child with ball passes it around circle, 
away from "catcher." "Catcher" must run around circle, 
running in front of all boys and behind all girls, trying to 
reach ball before it gets back to child who started it. If a 
child makes an error in passing or receiving the ball, which 
results in the "catcher" touching the ball, he must stand 
"at attention" in center of circle. Start ball again, where 




Huedle Relay Race 

it stopped, with a new "catcher," who must be the third 
one back of the ball. If ball gets around without being 
touched by "catcher," start it at any point. 

Hurdle Relay 

Form a big single circle. Then have every other child 
step to right and face the child next to him, forming a 
double circle with pairs of children facing each other. 
Next have children sit down with legs flat on the ground, 
feet together and extended to touch feet of partner. The 



76 PHYSICAL TKAINING 

legs and feet form the hurdles. Now, have one couple to 
stand; they are leaders for this race. At signal the 
two race around the circle, stepping over every hurdle. 
When they get to their starting place, they pass hat or 
other object to pupils behind them who continue race. If 
anyone steps on a child's foot or leg, he must stop and 
go over that hurdle again. The inside and outside circles 
constitute two teams. If the class is very large, four teams 
may be used by starting two other leaders from the oppo- 
site side of the circle. This race is very interesting and 
pretty to watch when a large number of children are in 
it, thus making a large circle. 

TAG GAMES 
Name Tag 

A good game in primary grades to get children ac- 
quainted and to teach them how to play organized games. 
Form children in a circle with one in center who is 
"catcher" or "it." Call a child's name; this child runs 
around outside of circle and "catcher" tries to catch 
him before he can get into center. The catcher must run 
out of circle where other pupil stood. Whichever one is 
successful, is the "catcher" for the next time; but if the 
same one should be catcher three times, you should appoint 
another in his place. This may also be played with all the 
pupils in the circle seated. 

Number Tag 

Same as "Name Tag" except that children "count off" 
and you call a number instead of a name. As this game 



GAMES ' 77 

progresses, the children will not be in numerical order; 
this adds interest to the game. 

Number Tag 

For older children 
Form children in a circle. Point to a child and say 
"catch number 7," or any other number that is not more 
than the number of children in the circle. He then must 
catch the seventh pupil to his right, counting the one to 
his right as "one." You must speak loudly enough that 
all may hear, thus giving "number 7" a chance to count 
and get started. Do this several times, pointing to vari- 
ous children, until they understand the idea of the game. 
Then, instead of saying "catch number 6," you may say 
"catch two times three" or "five plus one" or "eight minus 
two" or "twelve divided by two." This gives a good num- 
ber drill and is much fun. After you get the game 
started, you may let a child take your place, and after 
each chase, let the one who was successful in each run, 
give the number the next time. 

Giant 

This is a good game in primary grades to overcome 
timidity. First tell them this story : "A giant lived in a 
big castle. He slept most of the time, waking up some- 
times when the clock in the castle tower would strike. 
The children liked to play around the castle when he was 
asleep and often ventured close to him. But when he 
woke up, he would try to catch them before they could 
get out of the castle." Now appoint one child to be giant. 
He faces a tree or some object, with eyes closed. You tell 



78 PHYSICAL TBAINING 

him to wake up at a certain time; for example, "four 
o'clock/' but whisper this so none of the others can hear 
you. Now let the children come into the castle, or ring 
which you have drawn around the giant. You now repre- 
sent the big clock by saying, for example, "eight o'clock, 
twelve o'clock, two o'clock, four o'clock, etc." As soon as 
you say "four o'clock" the giant turns and tags as many 
children as he can before they get out of the circle. All 
those caught stand aside and are out of the game. Con- 
tinue this, giving the giant a different number each time, 
until all are caught. The last one caught is the giant for 
the next game. Encourage the children to venture close 
to the giant, and do not let the last one caught be giant 
if he did not venture inside the circle. This may be 
played indoors also. Instead of a circle, designate the 
space between the front desks and blackboard as the 
castle. 

Shadow Tag 
(Must be played when sun casts a good shadow) 
Arrange children in circle. Divide children into two 
teams. One from each team goes to center and at signal, 
one tries to step on other's shadow. When one succeeds, 
it scores a point for his team. Then two more go into 
circle and so on until all have had a turn. Count the 
total score to determine winner. 

Third Man Run 

Arrange children in double circle, all facing around 
circle, with elbows hooked together. One pupil is "it" 
and tries to tag another, both running around outside of 



GAMES 79 

circle. When the one who is "it" catches the other, the 
other one is "it." While they are running, the one who 
is being chased may hook elbows with any pupil in either 
circle. Then the third pupil, that is, the one on the other 
side of the one just hooked, must run. This is a very fast 
game if the children hook often. The third man may hook 
a pupil next to him, thus adding to the fun. 

Fence Tag 

This game affords good practice in facing. Arrange 
children in formation for exercises, close enough to catch 
hands when facing any direction, with arms held out 
straight. The arms form the fences. One pupil who is 
"it" tries to catch another, both running between fences 
or around edge of square. Frequently, during the chase, 
give the command "right or left-face." This changes the 
direction of the fences, as children all turn and catch 
hands. Should the one being chased, run under or thru 
a fence, he is "it." If the pupil who is "it" breaks through 
and catches the other, the catch does not count. You may 
select others to run at frequent intervals. Giving the com- 
mand "about face," adds interest, as it does not alter the 
direction children must run. 

Strap Tag 

This game is better for boys who like a strenuous game. 
Boys stand in a circle, with hands held behind them, all 
looking at center of circle. One boy, the "passer" takes 
a belt or paddle and goes around outside of circle. If he 
sees anyone peeping at him, he may hit him with strap. 
He passes the strap to one of the boys, doing it without 



80 PHYSICAL TKAINING 

attracting attention if possible. The boy receiving the 
strap, whips the boy to his right, both running around 
circle until back to place. If boy being whipped does not 
return to his right place, he may be whipped until he does. 

Dog and Squirrel 

This is for small children. Arrange children in small 

circles with from four to six in each circle, and arrange 

these circles to form a larger circle, with about twenty 

feet between each of them. Select one pupil to be the 

dog, and as many others as there are small circles, to be 

squirrels. The circles represent trees. Start the game 

with one squirrel in each tree and the dog in the center 

of the area. At a signal, each squirrel must run out of 

the circle to the next one to the right, the dog trying to 

catch one of them. When a squirrel is caught, he must 

trade places with a pupil in the circle to which he was 

running. If a squirrel gets back to the tree from which 

he started, he may be the dog for the next game. If there 

are five circles, you should give the signal five times, this 

being the number of times required for any squirrel to 

get around. Occasionally, let all the squirrels trade with 

all those in one circle, thus giving more children a chance 

to run. 

INDOOR GAMES 

Black Board Relay 

You may use either numbers or words in this race, 
and give the class not only the game, but practice in 
number or language work. Arrange class so that there 
will be an equal number in each row. Have pupils in each 
row count off, each row beginning with "one." To start 



GAMES 81 

the race, you announce a number, for example "three." 
Immediately, first one in each row, who is number "one" 
runs on toes to front blackboard and writes "four," the 
sum of his own number (one) and the number you 
announced (three). Each carries chalk to second in his 
row. The number "two" goes to board and under the first 
number writes "five," the sum of his number and your 
number. Each in turn does this until all have finished. 
The row that gets all the answers on the board correctly 
and neatly wins the race. Place the emphasis on "cor- 
rectly and neatly." During the race, no one may speak or 
in any way assist another. Instead of addition, you may 
use multiplication, or any other process you desire. 

The same race may be used with words. The first pupil 
writes one word on the board; the second writes another, 
and so on, the object being to construct a sentence with as 
many words as there are children in the row. Spelling, 
capitals, punctuation, and neatness must be considered 
before announcing the winner. The first row finished wins 
if these four rules have been followed. The children are 
not allowed to talk or in any way agree on a sentence before 
hand. Each child must add a word to what is written. 
Often a sentence cannot be finished because a child did not 
use a good word. 

Mail Train 

Arrange children in rows of equal numbers, standing 
with two aisles between rows of children, so that each team 
can go up one aisle and return down the other, without 
meeting children from another team. If there are more 
children in each team than can stand conveniently in one 



82 PHYSICAL TRAINING 

row, they can extend their line up the other row from the 
rear of the room. The row of desks should be to the left 
of the children. Place a bean bag or eraser on the desk 
to the left of the first child in each team, and also one in 
the chalk rail in front of each team. At the signal, the 
first one in each team carries the bean bag to the board, 
exchanges it for the one in the chalk rail, returns in the 
other aisle and places bag on first desk. The second child 
takes this bag and continues as above. When the last 
child has finished, that team has completed the race. In 
every case, the bag must be dropped on the first desk and 
not handed to next child. 

Aeroplane Race 

Children are aeroplanes, seats are landing fields. Chil- 
dren stand, every other row facing rear of room. There 
should be one or more seats turned up so that there are 
less seats turned down than there are children. To start 
race, say "forward march." They march in good order, 
up and down the rows and across the front of the room 
until you say "class halt." Then children get into the 
nearest seats, not using those that are turned up. These 
represent landing fields that are closed. The children who 
did not get seats are disabled machines that must drop 
out of race. Turn up more seats and continue the race. 
Repeat this until but one child remains, who is the winner. 
If you wish the game to be short, turn up several seats 
each time. You may add interest by turning down seats 
again, and turning up an equal number of others. This 
keeps them alert. 



GAMES 83 

Row Tag 

Children all seated in any order, two standing, one of 
whom tries to catch the other, both running any place 
in room. The one being chased, at any time, may put both 
hands on rear seat in any row and say loudly enough to 
be heard in front of room "third row" or whatever row 
it happens to be. The one who is "it" must then try to 
catch the first child in that row; all the others in that 
row moving forward one seat, leaving the last seat for the 
pupil who just called out. When one is caught, he is "it" 
and chases the other. 

The Chickens Are Out 

Children in rows in equal numbers. All the children 
in one row, except the first one, scatter around the room. 
At the signal, the first one (the farmer) tried to catch all 
his chickens, who run anywhere in the room. When 
tagged, they stand in front of room. At the end of one 
minute, you stop the race and count how many chickens 
have been caught. Each row in turn repeats the race, the 
object being to see which boy or "farmer" can catch the 
most of his chickens. 

This game can be varied as follows : Start two rows at 
a time. Each farmer must catch only his own chickens 
and bring them to front of room, keeping the two sets 
separate. If he catches the other farmer's chicken, he 
must put it with the other's chickens. 

Story Game 

Especially good in primary grades to stimulate atten- 
tion and response. Any sort of story may be told, either 



84 PHYSICAL TEAINING 

one children have read or been told, or some narrative you 
may invent. Before starting the story you give each child 
the name of some person or object in the story. During 
the story, he must stand at attention as the person or 
object he represents is mentioned. The next time he must 
sit at attention, etc. For example: Tell the story of a 
day at school. Name the children as follows, "school bell, 
teacher, school house, desk, book, chalk, blackboard, the 
school boy, etc." Then relate how the school boy heard the 
school bell and went into the school house. The teacher 
stood at her desk. The school boy went to his desk and 
opened his book. The teacher wrote on the blackboard 
with the chalk, etc. As each of the italicized words are 
spoken, the children representing them respond by stand- 
ing or sitting at attention. 

Note: In any of the above games, if a team has one 
child less than the other teams, you may let one boy run 
first and then go to the rear of this line and run as the 
last one also. 

ATHLETICS 

In addition to the games which are played throughout 
the day, every school should have a system of athletics. 
Boys and girls like to belong to a team, to play for some 
reward, if it be nothing more than the name "Champion- 
ship." This system will teach the children to play the 
game according to the rules, to be fair and courteous to 
the opponents, and to set aside individual desires for the 
good of the team. It will do more. It will eliminate the 
quarrels and time wasted in getting a game started at 
recess; it will prevent disputes over little incidents of the 



ATHLETICS 



85 



game, it will get more children in action, it will teach them 
self-control and self-government. 

In many schools, one or more teachers must. patrol the 
yard to prevent or adjust numerous difficulties that arise. 
With everyone engaged in organized athletic games, there 
is no need for this school yard duty. The athletics not 
only take care of school yard discipline but reacts favorably 




Baseball 



on the discipline in the school room. And if you follow 
the children home, you will still find the influence in 
evidence. 

The first thing to do in starting this system is to select 
captains for as many teams as the school can furnish. For 
example, take baseball. If you have enough boys for four 
teams, pick four good leaders and let them choose from 
the large boys enough for the teams. In order to make the 



86 PHYSICAL TRAINING 

teams of equal strength, get the captains together and let 
them in turn choose one boy at a time. Then make a 
schedule for those teams. A versus B at Monday morning 
recess; C versus D at noon recess; A versus C at after- 
noon recess; B versus D at Tuesday morning recess, etc., 
until they have played a week, or a certain number of 
games as you may choose. Then repeat the schedule; each 
team trying to wrest the title from the champions in the 
second series. For each game, provide an umpire from 
one of the teams not engaged in that game. Sometimes 
there are boys who are not physically able to play, but 
who can umpire efficiently. 

Organize the smaller boys in this same manner in one 
or more groups, depending on how many there are. 

Girls may be organized also for baseball, basketball, and 
volley ball. 

Soccer ball is an excellent game for the boys during 
cold weather. 

In the spring, track events may be used also. Organize 
teams and have little track meets every week or two. 

In all these games, the children are the officials. In case 
of disputes over rules, they must accept the umpire's 
decision. But they may appeal to you after the game. 
If you start them in by putting the umpire completely 
in charge, the system will work almost automatically. The 
only attention you need give is to see that all games are 
in progress, to arrange schedules, and to appoint officials 
and give some notice to the champion teams. 

The twelve-inch play ground ball is the best ball for 
all children's baseball games. Because it is soft, it require? 



RHYTHMIC EXERCISES 87 

no equipment but a bat. A small area is sufficient for each 
game, thus affording room for several ball diamonds. 

Match games with other schools are also of value. For 
such games, there should be a first team and a second team 
to practice with. Sportsmanship should be emphasized 
above all else. 

Such athletics, with its self-government, high ideals, 
efficient use of time and space, and healthful fun, will 
develop good citizens more surely than abstract talks on 
patriotism and civic duty. 

Rhythmic Exercises 

Doing the exercises with music is a simple way to get 
big results. The children often prefer it to games. It is 
an excellent way to develop that sense of rhythm, lacking 
in so many children. Incidentally, it also teaches children 
to appreciate music more, after they begin to understand 
more about "tempo." Some children have a tendency to 
lag behind, others, to crowd ahead of the count. With the 
music, both of these faults are overcome, and the class, 
and the whole school, learns to act as a unit. The rhythmic 
exercises fit in nicely with a school program, whether 
indoors or outdoors. 

The music may be supplied by a piano or phonograph; 
the nature of the exercises will depend upon the nature of 
the music being used. Most schools now have a phono- 
graph, and some marches, and perhaps a few waltzes. The 
teacher can soon select a few exercises with which the class 
is familiar, and arrange them in a series to go with a 



RHYTHMIC EXERCISES 89 

certain record. For the slower exercises, waltzes are best, 
though often marches may be used by counting half time. 

After the class is familiar with the set, they should go 
right through the whole set without any commands or 
pauses. 

The following set of exercises were made out to go with 
a special record. While the record is not made especially 
for this purpose, it serves just as well. The record is a 
Victor record, "Rhythm Medley Number 2." Any number 
of exercises may be arranged to go with this and the one 
on the other side of the record. 

EXERCISE WITH VICTOR RECORD 
Rhythm Medley No. 2. 

Introduction 2 Measures 

First Measure Attention 

Second Measure. Hands on shoulders 

FIRST PART 

A. Right hand sideward and back to position. . 8 counts 
Left hand sideward and back to position ... 8 counts 
Right and left hands sideward and back to 

position alternately , 8 counts 

Right and left hands sideward and back to 

position together 8 counts 

(On last count come to "Arms Athrust" 

position and continue.) 

B. Thrusting arms forward and back to position . 8 counts 
Thrusting arms upward and back to position . 8 counts 
Thrusting arms sideward and back to posi- 
tion 8 counts 



90 PHYSICAL TRAINING 

Thrusting arms downward and back to posi- 
tion 8 counts 

Pause : Arms at side. 

SECOND PART 

A. Eaising arms sideward, upward, sideward 

and to position 16 counts 

B. Eaising arms forward, upward, forward and 

to position 16 counts 

Pause : Hands on hips. 

THIRD PART 

A. Punning in place — on toes 32 counts 

B. Feet springing apart and together 16 counts 

Pause : Arms sideward, palms down. 

FOURTH PART 

A. Body bending to right, up, left, up 8 counts 

Body twisting to right, front, left, front. ... 8 counts 
(Finish last count with hands on hips and 

continue. ) 

B. Arms sideward, circle over head, sideward, on 

hips, combined with : Point step back- 
ward right, bend knees, straighten knees, 

; foot in place 8 counts 

Pause : Hands on hips. 

FIFTH PART 

A. and B. Sidestep left (2 steps to left) . 4 counts 

Forward march (3 steps and halt) ... 4 counts 

Sidestep right (2 steps to right) .... 4 counts 

Backward march (3 steps and halt) . . 4 counts 
(Repeat three times.) 

Pause : Hands at side. 



FIRE DRILLS 91 

SIXTH PART 

A. and B. Close ranks and single file march. (Begin 

single file after 8 counts.) 
Suggestions for use of exercises with rhythm medley No. 2. 

1. Each part of the medley consists of eight measures, 
which are repeated. These are indicated by the letters : 

A. For first 8 measures 

B. For repeated 8 measures 

2. There are a certain number of counts for each exercise. 
Use one count for each movement. Thus, some exercises 
will be done twice, some four times, etc., till the re- 
quired number of counts are used. 

3. If you teach children to observe closely the music, they 
will not need to think so much about the count. 

4. The pauses separating each part give time to assume 
the position for the next exercise, as indicated in the 
directions. 

5. Watch the form: see that bodies are erect, correctly 
balanced, and that all movements are correctly done 
and in perfect rhythm. 

6. At first, teach the exercises without music till class can 
go through the set fairly well without prompting. 

Using a model student in front of the class for a 
while will help, but do not continue this long. 

7. Train class to start promptly together on each exercise. 

FIRE DRILLS 

At a convention of fire chiefs in one of our large cities, 
an insurance official exhibited a number of photographs of 



92 PHYSICAL TKAINING 

buildings that had been destroyed by fire. Each building 
had been declared by the builders to be fireproof. There 
are many school buildings built of brick, with concrete 
floors, fire escapes, numerous doors, etc., that apparently 
are safe from fire casualties. But a little smoke may issue 
from the furnace room, or a careless janitor allow a bit 
of paper or dust cloth to catch fire in the basement. There 
may be no possible danger of fire; but the smoke, quickly 
carried through the halls, may easily start a panic. Eecall 
the disastrous fires in public buildings, and you will note 
that most of the injuries were due to the panic. 

And what of the many buildings that are not built of 
brick, or that do not have ample stairways and exits? 
Every school should have a definite system for emptying 
the building, one that will be heartily approved by fire 
inspectors. The children who are accustomed to pass out 
of their building without any commotion, will display the 
same good judgment in the face of a panic in public life. 

Physical Training should train children to act in an 
emergency with the same precision and good order with 
which they execute any marching command. It requires 
but little time to organize and practice the fire drills, and 
the feeling of security and the good organization of the 
school are the rewards for the effort. 

Every building should have a distinctive signal to be 
given only for the fire drill or in case of fire. A gong of 
sufficient size to be heard easily in all parts of the build- 
ing, with a strong cord for ringing it, extended long 
enough so that children can reach it, is very good. Every 
teacher and child should know how to ring it; but under 



FIRE DRILLS m 

no consideration should any one touch it without the per- 
mission of the principal, except in case of fire. 

Every person in the building should know how to notify 
the fire department in case of fire. He should also know 
the location of fire plugs or hydrants that would be used 
by the fire department. This information will be gladly 
furnished by the fire department. It is doubtful if it is 
advisable though to instruct all the children how to operate 
the fire boxes on the street corners. There is the temp- 
tation to try out the information, when there is no one 
around. 

The signal for the fire drill should be several strokes 
of the gong. But no particular number of strokes, nor a 
certain rapidity of strokes should be used. The ringing of 
the gong in any manner should be the signal; even one 
stroke should be sufficient. 

When the gong rings, every child should instantly come 
to the position of attention, whether seated or standing. 
The teacher should immediately give the usual command 
to march out of the room, just as she would at recess. No 
hats, books, lunches, etc., are taken. As nearly as possible, 
the children should pass out exactly as they do at recess, 
except that instead of lining up at the exits, they continue 
to march away from the building. The purpose of this is 
that by going out in the same manner, there is little 
chance for confusion. Remember that there is no need to 
hurry. If there is any danger at all, it is in hurrying to 
get out. If it is the custom to have music when the school 
marches out at recess, then let the teacher or child who 



94 PHYSICAL TEAINING 

plays get to the instrument as soon as possible, and play 
till all are out of the building. No one should wait for 
the music before starting, but should keep step when it 
does begin. The teacher should remain in the room till 
every child is out, and follow her class to its place on the 
yard or sidewalk. The principal should not leave the 
building till she knows that every teacher is out. The 
person playing the music should go with the principal, and 
thus be ready to return first to play for the marching back 
into the building. 

The first two children to reach each door should open 
them and hold them open till all have passed out, then 
join their classes at once. Before showing the classes 
where to go during the drill, find out from the fire chief 
where the fire department will be located in case of fire. 
Then have the children march to the corners of the grounds 
away from these places. The children should not get out- 
side the sidewalks. They may be lined up in several rows 
along the sidewalk. Or, if the yard is very large, they 
may march to the edge of it. The idea is to get them 
away from the building. 

When all are at their places, a signal should be given 
for them to "about face" and return to the building. The 
teachers should be instructed that in case of a fire they 
should march on the sidewalk beyond the school yard. The 
classes should be kept together; those who can go home 
without crossing a street that would be used by the fire 
department, could be dismissed, the others kept in place 
till the principal should dismiss them, ' 



FIRE DRILLS 06 

Three DONT'S should be impressed on the children : 
Don't run. 
Don't talk. 
Don't touch anyone. 
The reasons for these are obvious, and though the children 
should not do any of these things at any time while march- 
ing, it is especially important that the marching for the 
drills should be done in perfect order. 

If a teacher is out of her room when the fire signal is 
given, the class should pass out in good order just as if 
the teacher were there to give the command. The last 
child out should go to the principal and report that the 
teacher is out. The principal can then go to that room 
to see that everyone is out. 

After the fire drill has been fully explained to all the 
school, a drill should be given, during which any changes 
may be noted as necessary and any instructions given 
during the drill. Then try it again with out any interrup- 
tion. During the first week or two the fire gong may be 
sounded at recess time. Then after all are in place, the 
school may be dismissed for recess instead of returning into 
the building. This will save considerable time, and thus 
give more frequent drills. Fire drills should be given at 
least twice a month at irregular intervals. A good plan 
would be for a teacher to be responsible each month for 
giving the signals. In this way the principal gets the 
practice also. 

Many schools make it a practice to time the children 
in getting out, trying to lower their records each time. It 
would seem that a better plan would be to place the 



H PHYSICAL TEAINING 

emphasis on getting out in good order. Commenting 
among the rooms on the degree of good order that prevails 
during each drill would direct the attention of everyone 
to this feature, which is the aim of the drills. The entire 
school can pass out in a surprisingly short time anyhow, 
and it is the good order that develops the children and 
impresses the insurance inspectors. 

In connection with the fire drills, short talks should be 
given by teachers, the principal, and others versed in the 
subject, on fire prevention. There is always a fund of 
material on this subject, that can be put into simple 
language for all children. These talks should be given 
throughout the year, rather than just on Fire Prevention 
Day. 

Well organized fire drills not only are a material good 
to the community, but they tend to educate the public in 
this regard, as the school's influence reaches into most of 
the homes. 



